Академический Документы
Профессиональный Документы
Культура Документы
Index
Introduction Page 3
Module 1 Page 6 Greeting and Receiving Guests
Module 2 Page 15 Dealing with Guests Requests
Module 3 Page 22 Asking for Permission
Module 4 Page 26 Problems and Complaints
Module 5 Page 35 Making Comparisons
Module 6 Page 41 Giving and Receiving Compliments
Module 7 Page 48 Offering Help and Advice
Module 8 Page 57 Asking For and Giving Opinions
Module 9 Page 64 Giving Instructions
Module 10 Page 69 Asking for Repeats
Module 11 Page 74 Describing Hotel Facilities
Module 12 Page 81 Days and Time
Module 13 Page 89 Describing Jobs
Module 14 Page 93 Describing Functions and Purposes
Module 15 Page 96 Giving Directions
Module 16 Page 101 Using the Telephone
Module 17 Page 108 Bill Settlement
Module 18 Page 114 Shopping at the Hotel
Module 19 Page 119 Questions
Module 20 Page 122 Verb Tenses and Usage
Module 21 Page 136 Parts of Speech
Introduction
Good question. After all, there are hundreds of jobs at schools, universities, businesses
and language institutes all over the world.
Small class size. In school or language institutes there may be 20, 30, 40 or more
students in a class. That's a lot of students. English classes at a hotel may only contain 4
to 10 students. A big, big difference.
Great teaching environment. Many schools and language institutes, especially in under
developed areas, may not have heating or cooling, not to mention the limited class room
resources, such as books, computers, audio-visual equipment, etc. Hotels generally have
great resources because they have the money and commitment to ensure that the stu-
dents succeed by providing what is necessary to ensure that success.
Support from hotel personnel. Schools and universities are bureaucracies, and we all
know the problems encountered there. Language institutes are mainly interested in the
bottom line, enrolling as many students as possible and sometimes providing less than
ideal support for their teachers.
Hotels, on the other hand, although also interested in the bottom line, realize that having
qualified staff enhance their profits. To provide their guests with the best possible service
demands staff that knows the English language. Whether it is good or bad, English is the
commonly recognized international language of business and travel. Hotels want their
employees to have a very good command of the English language in order to service their
guests.
Motivated Students. Students in elementary and high schools, even some universities,
are in the class because they have to be. It's a required part of the curriculum. Students
in
language institutes may be there because their parents or employers demand it.
Hotel employees are there to enhance their job skills. Learning better English not only
increases their future job opportunities through promotions, but also may have
immediate benefits of increased income through bigger tips. They are motivated!
Beautiful work surroundings. Hotels that hire English teachers are not run down
dumps. Four and five star luxury hotels and resorts hire English teachers. Enough said!
Introduction
Flexible Hours. For those that want to be semi-retired or are retired and just want to do
something different and exciting to fill out your day, teaching at a hotel may be just the
answer. Many hotels hire just part-time teachers.
Of course, for those interested in full time work, many hotels hire full time instructors
with full benefit packages.
Hotel English
This book is intended to provide teachers of students in the hotel industry with materials
and lesson plans that can be utilized in the class room. Most of the lessons are function
based and contain common expressions for various functions that are likely to be
encountered in the hotel industry. Sample dialogues are also included that students may
use as models. In addition, the lessons include role play activities so students can
practice using the language in situations they are likely to encounter when on the job.
Games, discussion topics, and other activities and exercises are included to provide the
students with more opportunities to practice and use the language in the context of
specific module topics.
The last four modules deal specifically with aspects of grammar. There are modules on
WH questions, can and do questions, verb tenses, and parts of speech. The modules on
Wh and can and do questions provide sentence structures that these kinds of questions
use. In addition, numerous sample questions are provided which the students can use in
paired work exercises to practice asking and answering these types of questions. The
modules on verb tense and parts of speech are primarily informational in nature and are
intended for student individualized study. However, the module on verb tenses also
provide numerous questions that student can ask and answer, again in paired work
exercises that will provide additional practice in using these structures.
The modules in this book are general in nature, and can be applied to any job within the
hotel industry. As such, the vocabulary, dialogues, role play situations, and other
activities and exercises may need to be adapted for a specific job. Many of the modules
also contain more focused dialogues and exercises that apply to specific jobs in the hotel
industry. The dialogues, role play situation, activities and exercises in these modules
provide greater relevance to specific jobs and are more pertinent to individual jobs found
in hotels. Because of this, they can have a greater impact on the student’s ability to
master the language that he or she may use on a daily basis.
Introduction
In addition, some staff at a hotel may never (or only on very rare occasions) be in a
situation to use some of the functions covered. For example, an engineering/maintenance
staff may never have to respond to a guest’s request, but front desk staff or food and
beverage staff may be inundated with requests on a daily, if not hourly, basis.
In these cases, teachers may have to adapt the lesson plans to fit the group. Sample dia-
logues for specific jobs are included when appropriate and necessary. Use these sample
dialogues and expand on them to make them more appropriate for the groups of students
being taught. For example, the module on Offering Help and Advice has one sample
dialogue for each of the hotel jobs. To expand on the lesson, ask the students what kind
of help guests typically ask for and develop other dialogues and role play situations from
their input. This can be done for each of the modules and functions and for each group
teachers may be working with.
A point to remember
Remember that one the of best ways that students improve their English
skills is by using the language over and over again. Granted, this repetition
may seem boring and tedious, but it will allow the expressions to be firmly
planted into their repertoire for fast and easy access when needed.
One of the things that hampers communication is when one or both of the
participants must pause in the dialogue to search their memory banks for the
expression they need. If the expressions are readily accessible, that problem
is eliminated and effective communication is enhanced.
Because of the value of repetition, many of the role play situations and
activities included in this book are provided to give students ample
opportunities to practice using the language in situations that are likely to
encounter when dealing with guests.
So ... have the student practice and repeat! Practice and repeat! Practice
1. Lesson: Greetings
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
Formal Expressions
Good morning (sir/ma'am)
Good afternoon (sir/ma'am). Welcome to (name of hotel/restaurant, etc)
Good evening (sir/ma'am)
How are you this morning (afternoon, evening, today)?
Of course, after the greeting, the dialogue must be continued, and what is said
then depends on the situation. When interacting with hotel guests that continued
interaction usually involves determining what the guest wants or needs. A couple of
standards that can be used in the hotel industry are:
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the roles of the guest and the other student reading the role of the
staff.
5. Paired Practice: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
B. Introductions
1. Lesson: Introductions
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the roles of the guest and the other student reading the role of the
staff.
Introducing yourself
Point to remember
This last example is a very formal introduction and would not be used
unless meeting a very, very important person in a very formal situation
(such as a ball in the government mansion while meeting the governor).
Point to remember
Many beginning learners use the expression “Nice to meet you”
even when they interact with a person they have already been
introduced to. This expression (Nice to meet you) is only used
at a first meeting, not after that. Instead, if greeting a person for
the second time, use “Nice to see you again”
5. Paired Practice: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of
the staff. For additional practice, switch roles. Practice the dialogue several times,
trying to use all of the expressions noted.
After the introductions it is only natural to continue the conversation in some way. Many
people inquire about your well being, especially friends, acquaintances, and co-workers.
Several expressions can be used for this, and the responses to these inquiries depend on
how you actually feel.
2. Lesson Objectives: Students will learn various expressions for asking about well
being.
IF GOOD
How are you? Great.
How’s it going? Couldn’t be better.
How has your day been? Fantastic.
IF SO-SO
How have you been? Could be worse.
How’s the family? Fair to middling.
Did you have a good day? I can’t complain.
IF BAD
How do you feel? Not too good.
How was your day? I’ve had better days.
Have you had a good day? No, it was lousy.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the roles of the guest and the other student reading the role of the
staff.
5. Paired Practice: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
D. Farewells
After greetings, introductions, and polite conversation people will go their separate ways.
There are numerous expressions that can be used when giving farewells. Some are more
formal than others. Obviously the more formal expressions are more appropriate when
interacting with guests
1. Lesson: Farewells
Points to remember
The informal expressions above can be used among friends
and co-workers, but would be too informal to use with guests.
4. Paired Practice: Working in pairs, practice having a conversation with your partner,
using all of the elements above- a greeting, an introduction, asking about well being,
and ending with a farewell. One partner should take the role of the guest and the other
the role of the staff. For additional practice, switch roles. Have several conversations,
trying to use all of the expressions noted above.
E. Chit Chatting
Chit chatting is a natural and very common form of communication between strangers.
With someone you know, continuing a conversation is easy. You would naturally talk
about things you both have in common, such as the job, other friends, sports, etc.
With strangers, such as guests, chit chatting becomes a little more difficult. It is harder to
find common areas of interest. Also some topics should not be asked about because they
would be too personal. Such topics include: Are you married? How much money do you
make? What is your religion or political affiliation?
These types of topics are too personal and should be avoided, unless of course the
stranger brings them up first. Even then, be leery. So what can you talk about?
Below are a few safe suggestions.
2. Lesson Objectives: Students will learn how to chit chat with a guest and identify
appropriate topics to talk about.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the roles of the guest and the other student reading the role of the
staff.
* Note that the staff’s second question was a natural follow-up to what the guest first
said.
Staff: (seeing a guest with numerous shopping bags): Did you have a good time
shopping?
Guest: Yes, I spent all morning in Patong.
Staff: Were you buying souvenirs for the folks back home?
Guest: That, and a few personal items.
* Note that the staff’s second question is a natural follow-up from the guest’s first
response. Just be sure NOT to ask questions that are too personal questions-
such as what specifically they bought.
2. Lesson Objectives: Students will learn various expressions for responding to guest
requests.
Responses to requests
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Bell Desk
Guest: Please be very careful with that bag, there are fragile items inside.
Staff: Not to worry sir, I’ll be extremely careful.
Engineering/maintenance staff
Guest: Is it possible to fix the drip in the sink. It keeps me awake at night.
Staff: I’ll take a look at it right away sir. It probable just needs a new washer.
Housekeeping Staff
Guest: Is it possible to get another pillow. This one smells funny.
Staff: Of course ma’am, I’m very sorry. I’ll bring you a new one as soon as I
finish up with the room, if that’s OK.
Guest: Thank will be fine, thank you.
Kitchen Staff
Guest: Could I get fresh pineapples finely diced mixed in with the pancake batter?
Staff: Of course sir, as you like.
Spa Staff
Guest: Could I get a free sample of these products?
Staff: Which products would you like samples of?
Guest: How about all of them?
Staff: We don’t have samples for all of the products, but you can have the samples
we have.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
Housekeeping staff
• Guest requests a changing table for a baby
• Guest requests softer pillows
• Guest requests that his room be cleaned only after 3 PM
• Guest requests more shampoo be left in the room
• Guest requests not to have mini bar restocked daily
• Guest requests bathtub be disinfected daily with bleach
Kitchen Staff
• Guest requests an omelet with red peppers, Tabasco sauce, and diced
carrots
• Guest requests a bottle of Dom Perignon Champagne with
strawberries and milk for breakfast
• Guest requests a 15 item salad with vinegar and oil dressing
• Guest requests an angel food cake with blueberry frosting
• Guest requests his bacon and sausage be almost burnt
• Guest requests a steak with all fat and gristle removed before being
cook
Spa
• Guest requests a free sample of all products
• Guest requests a massage before the normal Spa hours
• Guest requests a cup of hot Earl Grey tea, with milk after the mas-
sage, instead of the house tea
• Guest requests a massage fully clothed
• Guest requests a three hour foot massage
• Guest requests to change an appointment time
2. Discussion
Have a discussion about the types of requests guests make. Can most of the
requests be accommodated? What is the most unusual request that a guest has
made? Are most guests polite when they make requests- or is it more like a
demand? If a staff goes above and beyond the normal assigned duties to fulfill a
request, how do the quests acknowledge it- do they thank the staff profusely,
commend them to their supervisor, give bigger tips?
Write the correct word on the line that will complete the sentence.
Match the appropriate responses with the questions by putting the correct
number of the question on the line of the response.
1. The light went out in the bath room. ____ Yes sir, just dial the room
Could I get it replaced? number.
2. I left three bags in the trunk of my ____ I’ll have to check on that sir
car. Could you get them for me? and get back to you as soon as
possible.
3. Is it possible to get a small printer ____ Of course sir, let me serve for my
notebook. I need to print out these drinks and I’ll be right
some documents for a meeting back.
tomorrow.
4. I just thought you should know ____ Yes sir, I’ll call maintenance and
that someone spilled shampoo all they’ll replace the bulb right
over the shower floor and it’s very away.
slippery. It could be dangerous.
5. We are ready to order now. ____ I’ll get some right away.
6. Do you have Lee and Perrin’s ____ There’s one in the back. Just
Steak Sauce? follow me and we’ll take care of
that.
7. Could I get some more sugar? ____ I’m sure there’s some in the
kitchen; I’ll get you some right
away.
8. Could I use your phone to call my ____ If I could have the keys, I’ll
room? attend to that immediately.
9. Could I get a couple of towels to ____ Thank you for letting me know,
wipe up sweat while I exercise? I’ll get right on it.
10. Do you have a first aid kit? I just ____ Of course sir, I’ll get those for you
cut my finger. right away.
2. Lesson Objectives: Students will learn various expressions for asking for permission.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Housekeeping Staff
Staff: Do you mind if I clean the room now, sir?
Guest: Actually, would it be possible for you to come back in half an hour?
Staff: No problem, ma’am.
Kitchen Staff
Staff: Is it OK if I use oranges instead of tangerines? We ran out of tangerines.
Guest: Well, if you must, you must. No problem.
Spa
Staff: Do you mind I place your bag on the counter, ma’am?
Guest: Actually, I prefer to keep it in sight.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other
person taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
Permission by Staff
Open a window Refill a coffee cup
Pull down a shade Get their room key or card
Move some luggage out of the passage way
Permission by guest
Leave bags behind a counter Smoking in a restaurant
Borrow a pen Leave a message for a friend
Take newspaper from lounge to read in room
2. Discussion
Have a discussion about what the staff ask guests permission to do before doing it?
How often does this happen? What kinds of things do guests ask permission about?
How often does that happen? Why is it important to ask for polite permission
before acting? What could be the possible consequences if action were taken before
permission was granted?
Write the correct word on the line that will complete the sentence.
Match the appropriate responses with the questions. Put the correct number of
the question on the line.
2. Is it OK if I borrow your pen for ____ You can leave it with us sir, but it
a couple of minutes? should be moved behind the
counter so it doesn’t get in the
way, if that’s OK with you?
3. Do you mind if I copy your credit ____ Yes, actually. I would prefer if you
card for our records? didn't.
2. Lesson Objectives: Students will learn various expressions for dealing with problems
and complaints.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Engineering/Maintenance Staff
Guest: Why is it taking so long to fix that air conditioner?
Staff: It needs a new part. I called the warehouse and
the part should be here in a minute. It should only
take a couple of minutes to install it once it arrives
and the air conditioning will be up and running.
Housekeeping Staff
Guest: We ran out of toilet paper. Is it possible to get more?
Staff: I’m very sorry. Of course, ma’am. I’ll send more up immediately. Is
there any thing else you require?
Guest: Now that you mention it, could you also bring up a six pack of Heineken?
Staff: Yes sir, I’ll call room service immediately and have them send some to
your room.
Guest: That would be great, thanks.
Kitchen Staff
Guest: I requested the eggs over hard, these are over easy.
Guest: Sorry about that sir, let me make you some more right away.
Spa Staff
Guest: Ouch! Are you trying to kill me!
Staff: I’m terribly sorry sir. Am I pressing too hard?
Guest: Yes.
Staff: How’s this? Is this better?
Guest: It still hurts a little.
Staff: How about now? Is this OK?
Guest: Yes, that’s much better. Thank you.
Staff: Again, I’m sorry sir. Please let me know if you have any other problems
sir and I’ll adjust my technique as you wish.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
Engineering/Maintenance Staff
Guest complains that staff took a long time to fix a leaking sink
Guest complains that staff reported to room two hours after a call was made for
repairs
Guest complains of a broken TV
Guest complains that the staff made a mess of the room making a repair
Guest complains of plugged up toilet
Guest complains that door to veranda is stuck
Housekeeping Staff
Guest complains about the room not being cleaned yet
Guest complains about poor cleaning quality of the room
Guest complains about a trash can not being emptied
Guest complains about not having enough towels
Guest complains about running out of toilet paper
Guest complains about that housekeeping takes too long to clean room
Kitchen Staff
Spa Staff
Guest complains about getting a headache from the incense
Guest complains about it being too hot in the therapy room
Guest complains that the oil is too hot
Guest complains that the therapist is not pressing hard enough
Guest complains that the therapist is pressing too hard
Guest complains about the high cost of the products
2. Discussion
Have a discussion about the things that guest typically complain about. What are
the complaints? Do people from some nationalities complain more than others? Do
people from some nationalities complain about the same things? What is the most
unusual complaint you have dealt with?
2. I have a problem. This ___________ is much larger than what I am used to. As a
result, my _________ is very stiff this ___________. Could a get a smaller one?
4. Excuse ________, this spaghetti is _______________. Its cold and the sauce
_________ like vinegar.
5. 58 baht for a _____________ of water! Are you kidding me! That’s way too much
____________ just for water.
6. Ouch! That __________. Could you please use a _________ less pressure?
8. I’m sorry for being late ma’am, but I was __________ with my supervisor. I hope
it wasn’t a _____________.
9. Are you ever going to _____________ us our meal? We’ve been _____________
for over an hour.
10. Every one of that group from Germany is _______________ about the
accommodations. They say that the rooms are too small and they smell
___________.
Match the appropriate responses with the questions by putting the correct number
of the question on the line.
1. Could you use a little more ___ Really! That would be great. I
pressure? hate talking to airline personnel.
2. This bacon is not very crispy. I ___ I’ll send someone up right away
specifically asked for very crispy and have it cleaned again.
bacon.
3. Housekeeping did a very poor job ___ Thank you, I appreciate that. I’m
of cleaning the bathroom. The tub surprised it gets that cold in here.
is still filthy.
4. Mr. Kelly, did maintenance fix the ___ As you wish sir, how is this?
problem with the sink yet?
5. Where’s my luggage? I was told it ___ We were playing tag out on the
would be here 15 minutes ago. lawn and she fell down.
Fortunately, she wasn’t hurt.
6. Why is my child so dirty? She has ___ Thanks for bringing that to my
mud all over her clothes. attention. Why don’t you use that
one and I’ll have someone check
this out.
7. This tread mill doesn’t seem to be ___ Of course ma’am. I’ll return it to
working properly. the chef immediately and have him
heat it up.
8. I’d be happy to change the ___ Unfortunately no, they said they
reservation for you sir. have a couple of other jobs they
have to complete first. It will be
another 30 or 40 minutes.
9. This soup is very cold, could you ___ Let me look into that sir and I’ll
warm it up. call you right back.
10. Here are the extra blankets you ___ I’m sorry about that sir. I’ll get you
requested sir. another order right away.
* Note: This rule is a guide only and some words do not follow it.
* Note: This rule is a guide only and some words do not follow it.
Point to remember
When using the superlative you always, always, always
use THE before the superlative, for example the best live
band, the calmest beach, or the least spicy dish.
2. Lesson Objectives: Students will learn how to use the comparative and superlative
form to make comparisons between two or more things.
3. Procedure: Give students handouts of the following information on forming the comparative and
superlative. Explain the rules to the students and answer any questions they may have. From the list
below (or your on list) select students at random in the class and have them give the comparative
and superlative form of the words. Be sure to correct any pronunciation errors.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Guest: Which sarong looks better- the blue one or the red one?
Staff: I think the blue one suits you better.
Guest: Which mall is the best place to buy clothes, Central Festival or Tesco Lotus?
Staff: In my opinion, Central Festival has more variety and better quality clothes
than Tesco.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
2. Discussion
Have a discussion about the similarities of your countries culture and the culture of
the guests that visit your country. Points may include forms of greeting, gestures
used to indicate different things, tipping behavior, forms of polite and impolite
behavior, etc.
Students may also want to discuss personality differences between different groups
of visitors. For example, are people from some countries friendlier, quieter, louder,
more outgoing, etc. than others.
Comparative Superlative
1. Could you tell the _____________ between a red and a _________ wine?
6. Which ones do you like ___________, the light blue or dark blue _________ on these
sunglasses?
7. I can’t decide which hat to buy. The red one is more ______________, but it is
also __________ expensive.
8. I like the __________ coat much better, don’t you? It looks much ___________.
9. Why don’t you buy the ___________elephant instead? It looks much more
_______________ than the monkey or lion and the craftsmanship is much more
______________.
10. I prefer American guests. Although The British are more ____________, the
Americans are better __________.
2. Lesson Objectives: Students will learn expressions for giving and receiving
compliments.
Giving complements
That’s a very nice ...(dress).
Great job on the …(presentation).
You look very good in … (that new hair-do).
This dish is delicious, my compliments to the chef.
That … (tie) looks great on you.
Responses to compliments
How kind of you to say so.
Thank you.
I’m glad you like it.
It was nothing really. (an expression of modesty and humility)
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Staff: This luggage is very unusual- strong yet light weight. I like it.
Guest: Thanks, it cost me an arm and a leg.
Engineering/Maintenance Staff
Guest: That was fixed very quickly. You must be very good at your job.
Staff: Thank you sir, I try.
Staff: Thank you for letting us know of this problem so quickly sir. Most quests
would have waited until check out, if then.
Guest: My pleasure.
Staff: These are really great pictures you took Miss George. Those of the sunset
are magnificent.
Guest: Thank you, but with this camera taking good pictures is really easy. No skill
on my part, I assure you.
Housekeeping Staff
Guest: The room is spotless. You do excellent work.
Staff: Thank you ma’am.
Staff: You are so tidy sir. You make it very easy to clean your room.
Guest: Well, as my mother always said, ‘Cleanliness is next to Godliness’.
Kitchen Staff
Guest: My compliments to the chef.
This linguine is superb.
Staff: Thank you ma’am. I’ll appreciate
any and all comments.
Spa Staff
Guest: You have great hands my dear. I’ve never felt better.
Staff: Thank you sir, I appreciate that.
5. Paired Practice A: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
5. Paired Practice B: Practice using the above expressions by role playing the
following situations with a partner, one person taking the role of the guest and
the other person taking the role of a hotel staff. For additional practice, switch
roles. Use the information below in your conversations.
Engineering/Maintenance Staff
Quickly fixing a problem English ability
Cleaning up well after repairs
Housekeeping Staff
Cleaning room spotlessly
Quickly responding to a request (extra blankets brought to room)
English ability
Kitchen Staff
A delicious meal
Filling a specific request (making a special dish for the guest)
English ability
Spa Staff
An excellent massage English ability
Courteous behavior
2. Discussion
Have a discussion about the things that staff could compliment their guest on.
Do they ever compliment guests? Give a description of one compliment given.
Do they mean it or are they just being polite? How often does staff
compliment guests? Does complimenting a guest lead to bigger tips?
The group could also discuss compliments they get from guests. What are
they for? Give a specific instance. What would they like to be complimented
for, but aren't. Do their supervisors compliment they work? How often? What
for?
New Tie
Thanks, my kids bought it for me for Father’s Day. It really does go great with
this shirt.
Spaghetti Dinner
That was delicious. The tomatoes used in the sauce must have been very fresh,
right off the vine.
Hair Cut
Thank you. It cost me a small fortune, but I think well worth it. The new
Italian stylist at the beauty salon down town really knows hair.
Painting
Thanks, I’m glad you like it. It took about three weeks to complete. It seemed
to take forever to get the colors blended just right and the brush strokes perfect.
Nose Job
Thanks, I like it too. I think it completely changes the whole look of my face.
It was worth all the pain and suffering.
T-bone Steak
I’m glad you liked it. The secret is to first sauté thinly sliced garlic and onions
in olive oil and butter and then baste the meat in the sauce at least two hours
before cooking.
New Coat
Thanks a lot. It’s made from genuine leather and lined with rabbit fur. It’s
incredibly warm.
Write the correct word on the line that will complete the sentence.
3. That’s a great looking ___________. Did you ________ it at Pro Hair Stylist?
4. That was ____________. Was that a hint of garlic and onions I __________?
Match the appropriate responses with the questions. Put the correct number of the ques-
tion or statement on the line.
1. That was a terrific game you played ____ Thank you sir. I appreciate you saying
Mr. Lawson. so.
2. I really like that new suit of yours. ____ Why thank you, but it was nothing
Where did you buy it? really.
3. Your presentation to the managers ____ Thanks. I guess all those private
was excellent. Great job. lessons are finally paying off.
4. Your new hair-do looks great Ms. ____ I don’t really know, my wife got it for
Smith. It really suits you. me for my birthday.
5. Chef, that was the best tasting ____ How kind of you to say so.
apple pie I have ever tasted.
Help
2. Lesson Objectives: Students will learn expressions for offering and responding to
help.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Engineering/Maintenance Staff
Staff: Would you like me to help you reset the safe combination?
Guest: That would be great thanks.
Housekeeping Staff
Staff: Pardon me sir, but it looks like you could use
some help with those packages.
Guest: I sure could, thanks.
Guest: Could you help me set the ironing board and iron please.
Staff: Of course ma’am. Where would you like it set up?
Kitchen Staff
Staff: Would you like some help carrying one of those plates?
Guest: Yes, I really could use four hands.
Spa Staff
Staff: Let me help you with those packages ma’am.
Guest: Thank you, that’s very kind.
Guest: Could you help me take off my shoes. I hurt my back this morning and
it’s hurts to bend over.
Staff: Of course sir.
Listed below are some common vocabulary words that hotel employees may need in
order to assist guests with some problems they may have.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
Advice
Guests, many times being in foreign countries and unfamiliar cultures, may need some
advice or suggestions in certain situations. It is only natural that they would seek
assistance from the hotel staff. Giving sound advice and suggestions to a guest when
needed can make the difference between an OK vacation and a great one. There are
several expressions that can be used when asking for or giving advice and suggestions.
2. Lesson Objectives: Students will learn expressions for asking for, giving, and
responding to advice.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
4. Study: Students should work together in pairs and read the following dialogue,
one student reading the role of the guest and the other the role of the staff.
Engineering/Maintenance Staff
Guest: What do you do to get rid of the hiccups?
Staff: I always drink a glass of water.
Housekeeping Staff
Guest: What do you think I should do, it’s too rainy to go to the beach.
Staff: Well you could go to the game room; there is a lot to do there.
Kitchen Staff
Guest: I’m tired of meat and potatoes. Do you have any suggestions for an exotic
meal?
Staff: Well, many of the guests seem to enjoy the baked eel with mixed
vegetables.
Spa Staff
Guest: Do you have any idea of how to ease the pain from sunburn?
Staff: I always take a very cold shower and put on this lotion.
5. Paired Practice: Practice using the above expressions by role playing the
following situations with a partner, one person taking the role of the guest and
the other person taking the role of a hotel staff. For additional practice, switch
roles. Use the information below in your conversations.
Write the correct word on the line that will complete the sentence.
5. I’m ____________ trouble getting this safe open. Could you _________ me?
Match the appropriate responses with the questions. Put the correct number of the
question on the line.
1. Why don’t you tell use some of this ___ Of course, but al the pharmacies
sun screen? are closed.
2. You should take a taxi, it's safer. ___ No trouble at all, glad to help.
3. You really shouldn’t have gone to ___ Maybe you’re right, it's just that
all that trouble, but I appreciate it. I hate doctors.
4. I think you should call the police. ___ That's a good idea. Should I put
on all over or just on my face?
5. Thanks for the help with the bags ___ My pleasure sir.
young man.
6. Let me help you with those ___ No thanks, you’ve done plenty
packages ma’am. already.
8. Have you considered taking antacid ___ Not me, they won’t be able to do
tablets? anything. It will just be a waste
of time.
10. You really should see a doctor, ___ I know, but it's also very a lot
that cut looks really bad. more expensive.
Opinions
2. Lesson Objectives: Students will learn expressions for asking for and giving opinions.
Do you agree that (…Hawaii No, not really, (...it's too expensive
is one of the best vacation as far as I am concerned.
spots in the world)?
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Engineering/Maintenance Staff
Guest: Do you agree that Thailand should legalize gambling?
Staff: Yes, I think it would generate more tourist dollars and
income for the government.
Housekeeping Staff
Guest: Could you turn the TV off. I hate MTV. What do you think of the music
teenagers listen to these days?
Staff: Personally I can’t stand it. It’s just so much noise as far as I’m concerned.
Kitchen Staff
Guest: What did you think of the Saxophone Restaurant in Patong?
Staff: If you like jazz, it’s a very good place and the food is pretty good.
Spa Staff
Guest: Do you think a Thai or Swedish massage is better for my old bones?
Staff: I think you would probably prefer a Thai massage.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
2. Lesson Objectives: Students will learn to expressions for agreeing and disagreeing.
Agreeing Disagreeing
I think you’re right I think you’re wrong about that
I believe so too I don’t believe so
I agree I disagree
I'll go along with that I can’t go along with that.
I concur I beg to differ
I'm with you We don’t see eye to eye on that
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
Write the correct word on the line that will complete the sentence.
shade you opinion nice
boring best connoisseur service
prices painting think colors
what impression disagree humble
more top notch particularly opera
Match the appropriate responses with the questions by putting the correct number
of the question on the line.
1. What do you think of the Hilton ___ Obviously you have no sense of style.
hotel?
2. How do you like this dress? ___ Yep, Elvis, without a doubt.
3. Do you think Patong Beach is the ___ I think it’s great, but a little overpriced.
best beach on Phuket?
4. I think all politicians are mainly ___ Generally yes, but it depends on the
concerned about getting pace of the individual.
re-elected and not working
for the people.
5. I disagree. I think polka dot ___ To be honest, I think it makes youl ook
shirts are great. a little chubby.
7. Do you agree that swimming is a ___ Both have their strong points.
better workout that walking?
8. I completely agree. There is only ___ Not really, I think Surin Beach is better.
one King.
9. In your opinion, is the Hilton ___ I disagree. I think there are a couple
or the Marriott a better hotel. who actually try to fairly represent
their constituents.
10. Who do you think make better ___ Well, I prefer the Thai message.
English teachers- Americans or
the British?
4. Survey- Opinions
Survey members of the class and find out if they agree or disagree with the following
items. To get more information, ask why they feel that way.
Believes in corporal
punishment
Thinks Madonna’s
performances are too sexy
Believes most politicians are
honest and hard working
Thinks the Beatles where the
greatest band ever
Doesn’t like classical music
Thinks asparagus is a great
tasting vegetable
Believes that college prepares
students for the demands of
the world of work
Thinks that testing in school is
an unfair assessment of stu-
dent ability and knowledge
2. Lesson Objectives: Students will learn expressions to give instructions and explain
things.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
When asking for instructions or giving explanations there are several standard
expressions that can be used. Look at these examples.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
The other group members decide the points received. Continue until all instructions
are given. The person with the most points wins!
How do I…
blow up a
sharpen a light a make a cup of
balloon?
pencil? match? tea?
make a peanut
start a open a bottle peel an
butter
car? of wine? orange?
sandwich?
take a picture
set an alarm use a pay pop
with a
clock? phone? popcorn?
camera?
Put the following instructions for the task in the correct order (1st, 2nd, 3rd, etc)
Match the appropriate responses with the questions. Put the correct number of
the question on the line.
1. How do I open this bag? ___ Yes, just put one cup of the grain in the
cooker and add one half cup of water and
turn the cooker on.
2. What do I need to do to ___ Sure, open up the bag, put the bag in the
operate the safe? microwave, then set the timer for four minutes
and turn it on.
3. How do I get connected to the ___ Move to a country where English is the Native
Internet? language.
4. Do you know how to make this ___ Sure, first put the paper on the glass and close
popcorn? the lid, then enter the number of copies you
want and finally press start.
5. Is it easy to make rice? ___ Look for the Internet Explorer icon on the desk
top and click it.
6. I can’t get the remote to work. ___ Look for a small slit on the top right hand
corner of the bag and start tearing there.
7. Can you show me how to copy ___ One- put three scoops of your favorite flavor
this? into a blender, two-add about a third of a cup
of milk, and three- turn on the blender.
8. How do you make sun tea? ___ Easy, fill and jug with water, put in a couple of
tea bags, and place in the sun.
9. How can I dramatically improve ___ First, select a four digit number as your code,
my English ability? then enter the numbers in the new
combination setting.
10. What are the steps in making a ___ Well, you have to point it at the TV before it
milk shake? will work.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
Excuse me.
Pardon me.
Please say that again.
Can you repeat that please?
I'm sorry.
I'm sorry, I didn't catch that
Point to Remember
Sometimes it may be helpful if a guest asks for something to be repeated, to
rephrase what was said by using different words. The guest may not understand a
particular word's meaning or have trouble understanding the pronunciation of a
specific word. By re-phrasing, communication may be facilitated.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Write the correct word on the line that will complete the sentence.
2. I’m sorry, I did not ____________ you. Please ____________ that again.
Match the appropriate responses with the questions by putting the correct number
of the question on the line of the response.
1. Do you have any Alka-Seltzer? ___ I’m sorry, I don’t understand what
you are trying to say.
2. Could I ask you a question? ___ Yes, I asked what time the gym opens.
3. How much rum is in these ___ What does that mean- cats and dogs?
drinks?
5. Pardon me, could you repeat ___ I’m sorry, how do you say what?
that?
7. It sure is raining cats and dogs ___ Could you speak more slowly please?
out there?
8. Si habla espanol? ___ I’m terribly sorry, but I don’t speak
Spanish.
10. Today night we gone over by ___ I’m sorry- what is that?
big water on sand.
Guests may also ask about facilities or places outside the hotel. Such places may be a
diving school, an historical site to visit, a hot night club, or a panoramic vista. The list
could be endless. The more knowledgeable a hotel staff is about the local facilities and
points of interest, the better service they will be able to give to the guests.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
Below are lists of various facilities or activities that guest may inquire about
4. Study: Students should work together in pairs and read the following dialogue,
one student reading the role of the guest and the other student reading the role of
the staff.
Guest: Could you recommend a place to take our kids? They’re getting bored
at the beach.
Staff: There’s a movie theater in Phuket Town at Central Festival they might
enjoy.
Guest: Well maybe. Is there anything else more exciting?
Staff: Lots of kids seem to have a great time at the Go-Cart track.
Guest: No way. That’s way too dangerous.
Staff: Have they ever ridden an elephant?
Guest: No, but is it safe?
Staff: Oh, absolutely. The elephants are well trained and the trainer leads the
elephant along the path. Riders are strapped into the seats with safety
belts, just like in a car. And to be truthful, the rides are not that long-
30 minutes or so.
Guest: That sounds OK.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
3. Discussion
Have a discussion about the facilities or accommodations at your hotel? Do
guests ask for facilities or accommodations that they hotel does not provide?
What are they? What action does the staff take- do they recommend other
places? What is the quality of the facilities or accommodations at the hotel?
How could they be improved? What facilities or accommodations should be
added?
go on an island go to a world
see a movie
tour renowned festival
go scuba diving or
go to eat
snorkeling
go shopping go sailing
Where
would you
go if you
see the beauty of
wanted to
see historical sites
nature
Write the correct word on the line that will complete the sentence.
colorful dancing go is
snorkeling cinema squash golf
island elephant kid parasailing
complex tan souvenirs eat
should best movie want
3. I’m looking for some ____________ for my friends back home. Where _______
I go?
Match the appropriate responses with the questions by putting the correct
number of the question on the line.
1. Where can I get a good work out? ___ Certainly sir, the Business Center
can handle all of your needs.
2. We’re looking for a Thai restaurant. ___ You might try Patong beach road.
What would you suggest? There are a multitude of shops that
cater specifically to tourists.
3. Does the hotel have facilities for ___ Absolutely sir; the Kids Club
getting online? provides planned activities for
children four to twelve.
4. Is it possible to eat by the pool? ___ Yes sir, let me get you a brochure
that describes them and their
locations.
5. Does the hotel have activities for ___ Well, you could always go on a
children? snorkeling tour. They’re always fun
and require little skill.
6. Where can I do some shopping for ___ The hotel gym is available for your
souvenirs? convenience.
7. I’m looking to try an easy water ___ There is a movie theater at Central
sport. Do you have any suggestions? Festival Phuket City.
8. Does the island have any good golf ___ Of course sir. Would you like me to
courses? reserve a tee off time for you?
9. My kids want to see a movie? ___ The Thai Thai Restaurant located
Where should we go? by the Lost Horizons pool is always
an excellent choice.
10. I understand that there are a ___ Of course sir, just ask any of the
number of beautiful Buddhist pool staff for a menu.
temples on the island. Is that
correct?
2. Lesson Objectives: Students will learn expressions and vocabulary to express days
and times.
Point to Remember
There are two ways to give time. You can tell the hour and minutes (12:25)
or you can tell the minutes after the hour or before the next hour. For
example, 12:25 can be expressed as twelve-twenty five or twenty-five after
twelve. 11:40 can be expressed as eleven forty or twenty to twelve.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
5. Paired Practice: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
• The guest wants to know what times the Health Center facilities opens
and closes
• A guest wants to know when the buffet breakfast closes
• The guest wants to know when different holidays are in the country
(for example Loy Kratong and Songkran in Thailand)
• The guest wants to know the time
• A guest wants to know when the rainy season is
• A guest wants to change a dinner reservation time
• A guest wants to know the date
• A guest wants to know when check out time is
When people are talking about their daily or weekly routines they will be using time ex-
pressions. Guests may sometimes ask hotel staff the general routine of the location they
are visiting (for example when do local shops usually open and close, or the months of
high or low season, or what time it gets dark and light outside, or the times that local
people usually eat meals). When talking about daily schedules and routines adverbs of
frequency are used to indicate how frequently you do things.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
5. Paired Practice A: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
Paired Practice B: Using the adverbs of frequency above, tell your partner what
your daily schedule is like. Be specific and detailed. Discuss what you do from the
time you wake up until you go to bed, both during the week and on weekends
(or your days off).
Paired Practice C: Do you ever play tennis? Ask your partner if they ever do any of
the activities listed below. Ask other questions to get more information about when
and, what time, where, how often, with who, cost, etc.
For added difficulty, vary the game a little by stating a month (it's March now)
and asking what month is 3 months from now or 4 months ago. You may want
to add a little more time here, say 6 seconds to respond.
** This activity can also be done for the days of the week.
If they answer within 3 seconds they get a ding-ding-ding! If they take longer
to answer they get a buzz. The person with the most dings wins.
If they answer within 3 seconds they get a ding-ding-ding! If they take longer to
answer they get a buzz. The person with the most dings wins.
Write the correct word on the line that will complete the sentence.
5. Pardon me, what ______ that _________ again? The 14th or 15th?
7. Every 4 years the _____________ month of the year has 29 days. It’s called
___________ year.
Match the appropriate responses with the questions. Put the correct number of the
question on the line.
2. When are your days off? ___ Well, if you are referring to a calendar,
it’s the day before a major holiday,
such as Christmas or New Years.
3. Why do you only have a birthday ___ What- do you think I crazy?
every 4 years?
4. What’s the hottest month of the ___ Years and years, must have been when
year in most places in the northern I was a kid.
hemisphere?
6. What time does the restaurant ___ I always have the weekends off.
open?
9. When was the last time you went ___ I usually do it Friday after work. That
roller skating? way I have the whole
weekend free.
10. Do you ever go bungi jumping? ___ Because I was born on the 29th of
February.
2. Lesson Objectives: Students will learn expressions and vocabulary for talking about
and describing jobs.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
There are a couple of standard expressions that can be used when asking about a
person occupation.
Once a person knows what your job title is they may want to know a little bit about
your specific job duties. Sometimes it is hard to tell exactly what a person does just
from the job title. Look at the expressions below that can be used to inquire about
job duties.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
5. Paired Practice A: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
Paired Practice B: Have a discussion about your job with others in the class. What is
your job title? What are your job duties? What are some of the good things about your
job? What are some of the difficult things about your job? How long have you had the
job? Do you like your job? Why or why not? What other job would you like to have at
the hotel? Are there opportunities for advancement in your job?
2. Lesson Objectives: Students will learn to describe or explain the function and
purposes of things.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Guest: What is that thing on the wall in the bathroom next to the shower?
Staff: It’s the water heater?
Guest: How does it work?
Staff: Water passes through pipes heated by electricity to make the water hot.
Guest: How do use it?
Staff: First, press the lever at the bottom of the unit to turn it on. Then, turn the
temperature setting dial to the temperature desired. After that, just turn on
the water.
Guest: Does it take long to heat the water?
Staff: It takes only a couple of seconds.
5. Paired Practice A: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
Paired Practice B: Work with a partner and explain what the following items are
and how they work. The listening partner should ask questions to get more detail
or clarification. Obviously most (if not all) people already know what these things
are and how they work, but the purpose of the exercise is to practice using the
language. So... the partner asking about the items should pretend to be very,
very stupid or from a very remote, uncivilized location that has never been
exposed to these modern conveniences.
2. Lesson Objectives: Students will learn expressions for asking and giving directions.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
Giving directions
In the first set- "Go To" - you are telling the listener what street
to go to or how far to go.
In the second set- "Then"- you are telling the listener what to do
when they get there. (turn right/left, go
straight, on the left, etc.)
Giving even very complicated directions is just a repetition of these two basic
steps. Another good idea is to use easily identifiable landmarks; instead of the
amount of time to get someplace (time is relative, after all). Easily identifiable
landmarks are street lights, stop signs, parks, tall building standing alone, etc.
Additional Vocabulary
sidewalk footpath no through way (road)
pedestrian main road street
avenue boulevard round about
dead end cul de sac pavement
Land marks
art gallery bridge castle temple
cathedral cinema zoo department store
museum opera house post office police station
fire station railway bus station train station
traffic light stop light stop sign T-junction
4. Study: Students should work together in pairs and read the following dialogue,
one student reading the role of the guest and the other student reading the role of
the staff.
5. Paired Practice: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
More Practice
Using the map below, work with a partner and ask for directions to places on
the map.
1. Work Sheet 1
Fill in the blanks by writing the correct word on the line that will complete the
sentence.
4. Yes sir, ____________ this passage way until you come to front desk, then
_________ right.
6. From the main lobby, walk _______ from the beach and take the first staircase
down on your right. The staircase is ________ to the portrait center. The gym is
at the _________ of the stairs.
8. Get on the road to Patong and drive ________ on the 4233. At the end of the
beach road in Patong, turn ____________ on the 4029 and drive east. Take the
4029 about 4 kilometers and turn right ________ on the 4020. That road will take
you __________ Phuket city.
10. On the main road ___ ________ ____ the hotel, walk south about 500 meters.
The Park is ____ the right, next _______ The Marina Phuket Resort.
2. Lesson Objectives: Students will learn common expressions used when talking on
the telephone.
Hello Goodbye
Is Mr. _____ there (in)? May I speak to Ms. __________?
I would like to speak to Mr. __? Hold please.
I’ll transfer you. I’ll put you through.
May I help you? I’ll call back.
I got your message. I’m returning your call.
At times, you will find that you may have to leave or take a message because
the person being called in not in.
A caller's request
May I take a message?
Could you give her a message please?
Do you mind taking a message?
A callee's request
May I leave a message?
Would you like to leave a message?
I can leave him a message if you like.
Other common expressions used when talking about messages are below.
4. Study: Students should work together in pairs and read the following dialogue,
one student reading the role of the guest and the other student reading the role of
the staff.
Engineering/Maintenance Staff
Staff: Engineering, how may I help you.
Guest: Yes the toilet in my room is overflowing.
Staff: That’s not good; I’ll send someone up right away.
Could I have your room number please?
Guest: It’s 1866.
Staff: Someone will be there in a few minutes sir.
Guest: Great, thanks.
Staff: You’re welcome sir.
Kitchen Staff
Staff: Main Kitchen.
Caller: May I speak to Chef Morrison please?
Staff: He is not in at the moment. Can I take a message?
Caller: Yes, could you tell him that Julie Anderson called.
Staff: Could I have your number please?
Caller: Yes, it's 555- 6709.
Staff: I'll give him the message.
Caller: Thanks, bye.
Housekeeping Staff
Staff: Housekeeping, how can I be of assistance?
Guest: Could I have a couple more blankets sent up to my room please.
Staff: Of course ma'am. Could I have your room number?
Guest: I'm in room 777.
Staff: They will be there in 10 minutes.
Guest: Thanks. Bye.
Staff: You're welcome, have a good night.
Spa Staff
Staff: The Spa, how can I assist you?
Guest: Yes, do you sell any bubble bath products?
Staff: Yes, ma’am, we have several products to choice from.
Guest: Do you have something with a lemon or orange fragrance?
Staff: Yes we do.
Guest: What time does the Spa close?
Staff: We close at 9:00 PM.
Guest: OK, I’ll be there is a few minutes.
5. Paired Practice A: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
5. Paired Practice B: Practice using the above expressions by role playing the following
situations with a partner, one person taking the role of the guest and the other person
taking the role of a hotel staff. For additional practice, switch roles. Use the
information below in your conversations.
Fill in the blanks by writing the correct word on the line that will complete the
sentence.
5. ________ sorry sir, but he is out of the office at the moment. Can I __________
a _____________?
8. Yes, I’m calling to find out what ___________ the ____________ opens.
10. _________ you for calling the Hilton. You are very important to us. However, all
our ___________ are busy at the moment. Please ________ for the next
available operator. We __________ be with you momentarily.
Match the appropriate responses with the questions by putting the correct number
of the question on the line.
1. May I speak to Mr. Carson? ___ This is Mr. Dogood from Samson’s
Dining Equipment.
3. Well, I really have to be going. ___ Could I have extension 453 please.
4. Please leave a message at the ___ Yes, I would like to make a reservation
beep. for Saturday night.
5. Thai Thai Restaurant, how may I ___ Of course, I’ll talk to you later.
help you? Goodbye.
6. She’s not in the office right now. ___ I’m sorry he’s out of the office at the
Can I take a message? moment.
7. Who may I ask is calling? ___ Yes please, have her call Miss Walters
at 567-9932.
9. How may I direct your call? ___ No it isn’t. that number is 6767.
10. Is this the Fitness Center? ___ Hello Mr. Parkins, this Emily Loons.
Please call me at 777-5544 ASAP.
Thanks. Bye.
2. Lesson Objectives: Students will learn common expressions used when settling bills
and receiving payment for services.
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
Staff: Would you like to pay for the tennis court in cash or charge it to your room?
Guest: Just charge it to my room please.
Staff: Yes sir, if you could just sign here.
Guest: There you are.
Staff: Thank you sir, have a pleasant day.
5. Paired Practice A: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
Paired Practice B: Practice using the above expressions by role playing the
following situations with a partner, one person taking the role of the guest and
the other person taking the role of a hotel staff. For additional practice, switch
roles. Use the information below in your conversations.
Write the correct word on the line that will complete the sentence.
Match the appropriate responses with the questions. Put the correct number of
the question on the line.
1. How will you be paying today sir? ___ I’m sorry for the mix up sir. Let me
correct that.
3. This bill seems to be really high. Is ___ You can do that at the front desk sir.
this right?
4. That will be 39.75, sir. ___ No, that’s OK. I’ll pay cash.
5. Could I have a receipt please? ___ With the prices you charge! No way.
6. Does this include the service charge? ___ I’m sorry sir, we only accept Visa
or American Express.
7. Would you like that charged to your ___ Here’s $50. Keep the change.
room sir?
8. Did you have anything from the ___ Of course ma’am, here you go.
mini bar sir?
10. Where can I exchange dollars into ___ I’ll double check it for you sir, if you
baht? like.
Module 18 Shopping
1. Lesson: Shopping
2. Lesson Objectives: Students will learn common expressions used when shopping.
3. Procedure: Give students handouts of the following expressions/dialogues. Read the expressions
and have the students repeat them individually to check their pronunciation.
Module 18 Shopping
4. Study: Students should work together in pairs and read the following dialogue, one
student reading the role of the guest and the other student reading the role of the
staff.
5. Paired Practice A: Practice using the above expressions by having similar dialogues
with a partner, one partner taking the role of the guest and the other the role of the
staff. For additional practice, switch roles. Practice the dialogue several times, trying to
use all of the expressions noted.
Module 18 Shopping
Paired Practice B: Practice using the above expressions by role playing the
following situations with a partner, one person taking the role of the guest and
the other person taking the role of a hotel staff. For additional practice, switch
roles. Use the information below in your conversations. The guest should ask ques-
tions about price, colors, sizes, what made from, etc.
A baseball cap
A T-shirt
A pair of sun glasses
A stone sculpture of Buddha
An audio CD
Module 18 Shopping
Write the correct word on the line that will complete the sentence.
Module 18 Shopping
Match the appropriate responses with the questions. Put the correct number of
the question on the line.
1. Do you have this in size 8? ___ No, with tax that comes to $39.99.
3. Would you like some help finding ___ No, that will do it.
anything?
4. How much is this carving? ___ I’m sorry sir, but we don’t carry that
item.
5. Where are your caps? ___ I’m looking for some leather sandals.
6. Does this price include tax? ___ No sir, but there is a money exchange
next door.
7. Is there anything else you need? ___ Of course, do you want it in the same
color?
8. Where is the fitting room? ___ They are on aisle 3, next to the
T- shirts.
9. Do you have any Buddha statuettes? ___ No thanks, I’m just looking.
10. Do you accept British pounds? ___ They are right over there sir.
Module 19 Questions
During their stay at the hotel, a guest is likely to ask many questions. Most of the
questions asked will be WH questions- question words that usually begin with the letters
Wh. Look at these WH questions a guest may ask.
1. Lesson: Wh questions
4. Study: Students should work together in pairs or small groups and develop a list of
common WH questions asked by guests. Come up with as many questions as you can
and try to think of some of the more unusual questions asked by guests. After the lists
are developed by each pair or group, share them with the rest of the class.
5. Paired Practice: Work with your partner and ask each other the following questions.
For additional practice, change the words in parentheses to form your own sentences.
Granted, most guests will not ask these kinds of questions to a staff, but it is good to
practice using these types of questions.
Module 19 Questions
More Practice
Ask your partner more WH questions using these words or think of your own.
Other common questions that guest may ask will start with CAN and DO. Can questions
are used to ask about permission or ability. Do questions are asked to get additional
information.
2. Lesson Objectives: Students will learn to ask and answer can and do questions.
4. Study: Students should work together in pairs or small groups and develop a list of
common can and do questions asked by guests. Come up with as many questions as
you can and try to think of some of the more unusual questions asked by guests. After
the lists are developed by each pair or group, share them with the rest of the class.
Module 19 Questions
5. Paired Practice: Work with your partner and ask each other the following questions.
For additional practice, change the words in parentheses to form your own sentences.
Granted, most guests will not ask these kinds of questions to a staff, but it is good to
practice using these types of questions.
Verbs are words that express action (run) or a state of being (love). The action can also
be abstract rather than visible, such as the words think and decide.
There are the twelve categories verb tenses and verb usage that are related to the time
something happens and its duration. Six are simple and six are continuous or progressive
forms (continuous or progressive may be - and often are - used interchangeably here).
Simple forms are used when we view the action or state as being complete. The
continuous or progressive form is used when the action or state is seen as being
incomplete.
There are also six perfect and six non-perfect forms. The perfect forms are used when the
actions being talked or written about looks back into the past (from the speakers
perspective).
Below is an explanation of the twelve verb tenses and when they should be used.
When using the simple present, be sure to follow the subject-verb agreement
rule. Some verbs require an -s at the end, depending on what the subject of
the sentence is.
Use an –s ending with verbs that have he, she, it, or singular nouns as
subjects of the sentence.
Use no -s ending on verbs that have I, we, they, you, or plural nouns as
subjects.
3. When talking about actions, situations, or states of being that occur all the
time, frequently, or at any time.
I exercise every morning before I go to work.
Practice
Working in pairs, ask each other the following questions, answering in the simple present
tense. Each partner should ask and answer each question. Be sure to use complete
sentences in your answers. For additional practice, change the words in parenthesis to
make your own questions.
Practice
Working in pairs, ask each other the following questions, answering in the simple past
tense. Each partner should ask and answer each question. Be sure to use complete
sentences in your answers. For additional practice, change the words in parenthesis to
make your own questions.
3. When talking about events, actions or situations that are presently occurring
and will occur in the future.
I will live in Korea until next year.
Practice
Working in pairs, ask each other the following questions, answering in the simple past
tense. Each partner should ask and answer each question. Be sure to use complete
sentences in your answers. For additional practice, change the words in parenthesis to
make your own questions.
When will the next (Olympic Games be held and in what country)?
When will your best friend (visit you next)?
When are you going (to the beach next)?
Where will you go (immediately after this class)?
Who are you going to (meet this weekend)?
What time will you go (to work tomorrow)?
Will you buy (me a present for my birthday)?
Where are you going to be (tomorrow at midnight)?
What are you going to eat (for dinner tonight)?
When are you going to (the movies next)?
What will you (wear tomorrow)?
When will your next (birthday be)?
What time are you going to (get up tomorrow morning)?
2. When talking about events, actions, or situations that happen over a given
period of time.
She is studying French this semester.
Practice
Working in pairs, ask each other the following questions, answering in the present
continuous tense. Each partner should ask and answer each question. Be sure to use
complete sentences in your answers. For additional practice, change the words in
parenthesis to make your own questions.
Some verbs that express mental states or forms of perception do not usually have a
continuous form. These verbs are:
Practice
Working in pairs, ask each other the following questions, answering in the past
continuous tense. Each partner should ask and answer each question. Be sure to use
complete sentences in your answers. For additional practice, change the words in
parenthesis to make your own questions.
What were you doing (the last time the electricity went out)?
What were you doing (the last time you hurt yourself)?
What were you (arguing about the last time you argued with someone)?
What were you doing (the last time it started to rain)?
What were you doing (the last time you got really physically exhausted)?
Where were you (living seven years ago)?
What were you doing (the last time you were really, really bored)?
What were you doing (during the news last night)?
What were you doing (at midnight last Sunday)?
What were you doing (the last time you got a headache)?
2. When talking about events, actions, or situations that will continue into the
future.
Dr. Kim will be working at the hospital for the next five years, then he
will retire.
3. When talking about events, actions, or situations which are fixed or expected to
happen in the normal course of things.
Next year, Kelly will be moving to France.
Practice
Working in pairs, ask each other the following questions, answering in the future
continuous tense. Each partner should ask and answer each question. Be sure to use
complete sentences in your answers. For additional practice, change the words in
parenthesis to make your own questions.
The perfect tenses are used when talking about events, actions, or situations that
occurred in the past, but the exact time that they occurred is not important (as with
simple past tense).
3. When talking about actions that started in the past and continue in the present.
They have lived in the same house for 30 years.
4. When talking about past events that are still part of one’s experience.
We have traveled to Europe on several occasions.
Practice
Working in pairs, ask each other the following questions, answering in the present perfect
tense. Each partner should ask and answer each question. Be sure to use complete
sentences in your answers. For additional practice, change the words in parenthesis to
make your own questions.
Practice
Working in pairs, ask each other the following questions, answering in the past perfect
tense. Each partner should ask and answer each question. Be sure to use complete
sentences in your answers. For additional practice, change the words in parenthesis to
make your own questions.
After you had (finished dinner last night, what did you do)?
What had you done (before you came to this class)?
What had you father (hoped to achieve before he had children)?
Who had been your (favorite teacher in elementary school)?
Where had you been (before you came to this class today)?
What had been your best vacation (before you graduated from high school)?
What had you done (before you ate breakfast this morning)?
Had you (gambled before you finished middle school)?
What had the (president of your country done before he became president)?
Had it (rained before you came to class today)?
2. When talking about an event, situation, or action that will be completed in the
future, but prior to another event, situation, or action taking place.
The Jones’ will have traveled to 12 countries by the end the year.
Practice
Working in pairs, ask each other the following questions, answering in the future perfect
tense. Each partner should ask and answer each question. Be sure to use complete
sentences in your answers. For additional practice, change the words in parenthesis to
make your own questions.
How long will you have (been in class today after you answer this question)?
Before your next meal, (how many minutes will have elapsed since you have
eaten last)?
Between now and next Friday at 12 AM, (how many hours will have elapsed)?
How many times will you have (eaten between now and the end of the week)?
How many (candy bars will you have eaten if you eat two a day for three
months)?
If you go to (the movies this weekend, how many movies will you have seen
this year)?
When you eat (your next pizza, how many pizzas will you have eaten this
month)?
If you watch (TV for one hour after class, how many hours will you have
watched TV this week)?
The present perfect continuous is used when talking about the duration of an
activity or action that started in the past, continues in the present, and may
continue into the future.
3. When talking about repeated events, situations, or actions that started in the
past and continue to the present.
I have been playing a lot of tennis lately.
4. When the focus of the sentence is more on the duration of the event, situation,
or action than the result of it.
I feel exhausted because I’ve been working all day.
Practice
Working in pairs, ask each other the following questions, answering in the present perfect
continuous tense. Each partner should ask and answer each question. Be sure to use
complete sentences in your answers. For additional practice, change the words in
parenthesis to make your own questions.
The past perfect continuous tense is used to indicate the duration of a action or
situation in the past that was in progress before another past action or situation in
the past.
2. When talking about the duration of an action before another past action.
Robert had been studying for 30 minutes before he fell asleep.
Practice
Working in pairs, ask each other the following questions, answering in the past perfect
continuous tense. Each partner should ask and answer each question. Be sure to use
complete sentences in your answers. For additional practice, change the words in
parenthesis to make your own questions.
How long had you been (studying English before taking this class)?
How long had you been (sleeping before you woke up this morning)?
How long had you been (waiting in the classroom before the instructor entered)?
How long had the (sun been up before you got out of bed this morning)?
How long had the (longest running TV program in your country been running
before it was canceled)?
How long had you been (walking before you could tie your shoes)?
How long had you been (watching TV last night before you turned it off)?
How long had you been (living in your previous house before you moved into
your current one)?
The future perfect continuous tense is used to indicate the duration of an activity
that will be in progress before another time or event in the future.
2. When talking about the duration of an event, action, or situation before another
Event in the future.
I will have been studying for 2 hours before the movie begins.
Sometimes the future perfect continuous and the future perfect can use used to express
the same meaning.
When Professor Johns retires he will have been teaching for 20 years. OR
When Professor Johns retires he will have taught for 20 years.
Practice
Working in pairs, ask each other the following questions, answering in the future perfect
continuous tense. Each partner should ask and answer each question. Be sure to use
complete sentences in your answers. For additional practice, change the words in
parenthesis to make your own questions.
By the first of the month, how long will you have (been living in your present
home)?
By your next birthday, how long will you have been (reading the newspaper for
daily news)?
After you answer this question, how long will you have been (sitting in the
classroom today)?
By the next election in your country, how long (will your country have been
having democratic elections)?
If two people (start dancing right now and dance for two and a half days, how
many hours will they have been dancing by the time they quit?)
By your next birthday, how long will your favorite singer been singing)?
By Friday of this week, how long (will you have been attending this class)?
By the year 2112, how long will (you have been living on this earth)?
On some lists you will also find determiners instead of articles (articles are in this class)
and possibly quantifiers, most of which can also be classed as determiners. It’s important
to know that many words can be used as more than one part of speech- their
classification will depend on how they are used in a sentence.
1. Nouns
A noun is a part of speech that represents the name of a person, animal, place, thing,
quality (as kindness), action (reading), or measure (hour, kilogram).
Nouns can be categorized as very specific: “proper nouns” - which are capitalized and
typically used without an article, and general: “common nouns” - which are typically
accompanied with a determiner.
Nouns may also be classified as countable and uncountable (sometimes called count and
non-count nouns). Countable nouns are nouns that are easily counted, such as chairs,
tennis balls, and apples. Non-count nouns are nouns that can not be counted, such as
water, flour, and patience. Countable nouns can have a plural form; non-count nouns
do not.
There are also “collective” nouns: names for groups, such as committee,
government, jury, family, etc.
2. Pronouns
Pronouns are words that are used in place of, and refer to, a previously mentioned or
implied noun or noun phrase. The noun it refers to is called the antecedent.
Pronouns representing noun phrases can make speech or writing easier by representing
much longer passages and ideas with a simple pronoun. There are several classes of
pronouns. Look at the examples below.
1. Personal Pronouns are pronouns such as I, you, he, she, it, them. They
can be further classed as first, second, and third-person pronouns (me,
you, them). They can also be classified by case as subjective or objective
2. Demonstrative pronouns are the this, that, these, and those- which by
their very use indicate or demonstrate what are being talking about.
If they are used in front of a noun, they are called demonstrative adjectives.
Example I want those pencils.
4. Reflexive pronouns indicate that the subject receives the action of the verb.
3. Determiners
Determiners are a broader class of words that include articles and most quantifiers.
Determiners can be defined as words that begin noun phrases and help limit or specify
the nouns they precede. This class of words would also include possessive and
demonstrative adjectives.
Quantifiers
Quantifiers are simply words that precede nouns that give some indication of how
many or how much of a noun we are talking about. Quantifiers often act as
article- equivalents when plural countable nouns or uncountable nouns are referred
to in a way that doesn’t specify exactly how many or how much, but still implies a
specific group or quantity. We’ll look at the most commonly used (and abused)
quantifiers here. Common quantifiers are: some, any, few, little, many, much, a
lot, several.
Some is used with affirmative statements and any is used with questions and
negative statements.
Articles
Some times called a noun marker, articles precede nouns. There are three
articles:
A and an are called indefinite articles, the is called the definite article.
Examples
They had to take an x-ray of his broken arm.
X-ray begins with a vowel sound and should take the article an.
Before the words trillion, billion, million, thousand, hundred and dozen—if no
cardinal number precedes them.
Example I’d like a dozen pencils please.
In general, nouns do not use the when they are used in a general sense, but
if they are used in a specific sense the definite article is needed. Note the
inclusion or omission of articles in the following examples.
Abstract Nouns
Examples Love is the essence of life.
(general sense, the omitted)
A love such as ours, makes life worth living.
(general sense, with singular noun, a included)
Material Nouns
Examples We can’t live without air to breathe.
(general sense, the omitted)
The air in Bangkok is really polluted.
(specific sense, the included)
Names of Languages
Examples Chinese is really difficult to learn.
(general sense, the omitted)
The Chinese language is tonal.
(specific sense, the included)
Meals
Examples Breakfast is my biggest meal of the day.
(general sense, the omitted)
The breakfast I had yesterday made me sick.
(specific sense, the included)
Colors
Examples Green is the color of my true love’s hair.
(general sense, the omitted)
The blue in the sea today is beautiful!
(specific sense, the included)
The names of canals, rivers, seas, oceans, deserts, mountain ranges, groups of
islands, gulfs, hotels, theaters, and ships
Example I took a vacation in the Rocky Mountains.
4. Adjectives
Adjectives are words that describe nouns and pronouns. They give us more information
about them.
Adjectives are sometimes said to modify or limit nouns. They modify or limit them by
making it more clear which one or how many are being talked about:
5. Adverbs
Adverbs are modifiers of verbs - and adjectives - and other adverbs. They generally
answer questions about when (tonight), where (downtown), how (carefully), in what
manner (quickly), and to what extent of degree (very).
Some words can have several functions. For example, downtown is commonly used as a
noun (Downtown is being revitalized by the city planners to attract more business), but in
the sentence Please meet me downtown tonight, downtown tells us where and is
functioning as an adverb. So is tonight as it says when.
Nouns that express time, place, size, measurement, degree or number— are often
used as adverbs.
6. Prepositions
Prepositions denote relationships between certain words in a sentence. The relationships
can relate to place, time, or movement. Prepositions are placed before a noun (or the
article/quantifier preceding the noun) and helps establish a relationship between that
noun and another noun —or between that noun and a verb.
Place
on off in out
at from next to by
beside near opposite across from
opposite of between inside of against
above on top below under
in the middle middle in front of in back of
Behind to the right to the left
Time
to until till by for during
while from at in on since
before after around
Movement
Across along into out of past round
toward through up off down ever under
Examples
The book is on the table. -establishes the relationship of the book to the table
Bob’s car fell off the bridge. -establishes the relationship of the verb fell to Bob’s
car
Notice that this prepositional phrase - off the bridge - is working as an adverb. The
phrase says where the car fell.
7. Conjunctions
In Latin conjunction means “join together” and that’s what conjunctions do - they join
words together. The most commonly used conjunctions are:
Examples
I am hot and tired, but still ready to party!
Oscar jumped into the pool and swam to the other side.
You can have the cash or the prize.
8. Interjections
Interjections are used to express a strong feeling or emotion, usually that occurs quickly.
Sometimes called exclamations - you’ll notice they always come with an exclamation
mark.
Word Formation
One of the problems that many beginning students have is using the wrong form of
words. A word’s grammatical function and part of speech can be changed by adding pre-
fixes and suffixes to the root word. For example, the root word ‘inform’ is a verb. By add-
ing the suffix –ation to the root (information), the word is changed to a noun and the suf-
fix –ative (informative) changes the word to an adverb. An example of a common error
made by beginning learners is:
The ‘information’ in this sentence is the wrong form. It should the adverb form
(informative), not the noun form (information).
Listed below is a list of suffixes that are used to form adjectives and adverbs.
Adjective Suffixes
-able, -ible (worth, ability)
solve- solvable incredulous- incredible
-en (material)
silk- silken
-er (comparative)
bright- brighter
-est (superlative)
strong- strongest
-ing (activity)
cohere- cohering
-ous, -eous, -ose, -ious (having the quality of, relating to)
adventure- adventurous courage- courageous
verb- verbose space- spacious
Adverb Suffixes
Notes
Notes
Notes